2. Command words tell you exactly what type of information the examiner wants.
Compare: Write Justify: You could be
what is similar and Explain/give reasons: You are asked to justify a decision
different between now being asked to say why you have made. Explain
two pieces of something you have already your choices in terms of
information. Use described is happening. Use why they are better than
the word ‘whereas’ ‘because’ to help you answer other options open to you.
to help you these questions. There are often
compare. two marks awarded for giving
just one reason. Where this
happens you will be expected to
give a simple statement and its Measure: You may be
elaboration. asked to measure on a
Suggest: This is
map or graph. Don’t
similar to explain but
guess – measure
tells you that you
accurately using the scale
are expected to
provided.
bring in ideas and
understanding of our
own and is not What is meant by?: You are
provided on the being asked to give a
paper. definition of a geographical Describe: Just write
term. You must know the what you see. You may
main terms for each of the be asked to describe
four Units. When asked for a what you see on a photo,
definition, giving an example graph or map. Do not
is not enough. explain if you are only
asked to describe.
3. But I don’t know how to revise! Here are some strategies you could use…
• Flashcards: On small cards, summarise a case study into one (or both) sides of the cards and refer to it
regularly. Make sure that you include key facts and number as you condense the case study to fit the card.
• Colour coding: colour code large pieces of text into sections. For example, it could be the social,
economic and environmental impacts of the London Docklands Redevelopment
• Memory tests: You could look at an important diagram (erg the cross section of a meander) for 20
seconds, then cover it over and draw what you remember. Then give yourself another 20 seconds to see
what you missed and add it in. Eventually, you will be able to draw the sketch without looking at a copy.
• Key words test: You could ask someone to read out 10 definitions and you have to say what the key word
is. Then you could try it the other way around which is harder with someone giving you a key word to define.
• Spider diagrams (mind maps): Write a key theme in the centre of an A3 piece of paper. Write the sub-
themes around it with important ideas and case studies to back them up. Look at the example of migration
on the next page to help you. Stick your finished spider diagram somewhere visible where you will be able
to refer to it often (e.g. fridge door, bedroom ceiling ).
• Practice exam questions: Look at the examples of past case study questions. Practice writing responses
to these questions using the flashcards or colour coded case studies you have created.
• Summarising: Condense a section of text into a set number of bullet points.
• Reading aloud: Read a case study summary aloud, then try to say aloud all the facts and figures you
remember without the summary. You could also read your keyword lists aloud.
• Repeated writing: Copy out pieces of information more than one time (five times would be appropriate).
The repetition will help you to fix the facts in your memory.
4. Write a definition of each of the following terms:
Package holiday
Ecotourism
Mass Tourism
External factors
Extreme Environment
Adventure Holidays
Conservation
Stewardship
Tourist area/resort life cycle model
5. Working with a partner complete the star diagrams
below for Mass tourism.
Positive Negative
Explain the reasons behind the growth in mass tourism. (4)
6.
7. Factfile:-
11-12 million
tourists visit the
country each year.
55%-Asia
25-30% -Europe.
Tourist numbers
have fluctuated
following the
tsunami of 2004,
Bird flue and
unrest in
Bangkok.
8. Exam question:-
Describe one feature of mass tourism.
You have two minutes to answer the question above.
Mass tourism is organised tourism (1) for large
numbers (1) of people
going on holiday to the same place (1).
(2 marks)
9. Tourism in extreme environments
WHY has this WHO are these WHERE
development people? could this
taken place ? photograph
have been
taken?
WHAT are these WHEN was this
people doing? photograph taken?
10. DESCRIBE HOW A NAMED AREA WITH AN EXTREME
ENVIRONMENT IS COPING WITH AN INCREASING NUMBER
OF TOURISTS
Examiners look for an answer which has:
Understood and answered THIS question, not just written lots of
information about an extreme environment tourist area
Made each point clearly
Supported each point with relevant detail
Organized the answer to build up a logical description
To produce a good answer it is necessary to deconstruct the
question. This means making sure you are aware of the different
part of the question. You have to answer ALL parts if you are to
reach the highest level
So underline or highlight the key parts of the
question
11. DESCRIBE HOW A NAMED AREA WITH AN
EXTREME
ENVIRONMENT IS COPING WITH AN
INCREASING NUMBER OF TOURISTS
12. DESCRIBE so not explain
NAMED AREA – must use a case study. Along
with the command word of describe it means
that you must use details of a named area – a
mere name would not be enough
COPING - coping means that the questions is
not answering for consideration of causes,
efforts but rather responses
INCREASING this is very significant word
because it would allow a good answer to show
that the problem of coping is getting greater due
the increasing number of visitors.
13. A typical C grade answer has information which gives detail about a
named area but is not sufficiently linked closely enough to the needs
of the question
An A* grade answer answers all parts of the question and makes use
of detailed case study information closely related to the way that the
question is wording.
Always write at a minimum of level 2
Always write linked statements, because this triggers
access to level 2. No matter how many simple unlinked
statements used in your answer it will remain in level 1.
Linking two or more of these statements, by means
of a conjunction or another ‘joining’ word, means
that there has been some development or
elaboration of a simple or basic fact or idea.
14. Reaching Level 3
For Level 3, you need to bring in a case
study, e.g.
‘… For example,
In Nepal they try to make sure local people earn a decent living
from tourism. Local people are trained as guides giving them the
skills to do the job effectively. This gives these people the
confidence to get involved in tourism and start their own business.
The setting of a minimum level of skill for porters through training,
improves the service to tourists and a higher income can be
expected. Between 1996 and 1998 there was a 50% rise in the
number of households involved in tourist related activities. The
training courses increased
15. HOW NEPAL TRIES TO COPE WITH THE DEVELOPMENT OF A TOURIST
INDUSTRY.
Encourage tourists to visit a wider area and not concentrate in a few areas
such as the trail to Everest Base camp. Also to try and extend the tourist
season. At the moment c50% of the annual total visits are in the two months
of October and November.
This is done by restricting the number of tourists to certain areas or by
reducing prices for people who visit less frequented areas or visit out of the
peak season
Reduce the amount of firewood used by locals and tourists and so decrease
the rate of deforestation. Use appropriate technology, such as micro-hydro
schemes. In one area the firewood consumption was reduced by 60%
between 1996 and 1998
Cut down the number of people camping in unauthorised sites. The number
of designated campsites have been increased and they have been advertised
more widely
Decrease the difference in the amount of money gained from tourism
between different parts of the country and different groups of people. The
income from tourism is more fairly shared between the government and the
areas where the revenue is created
16. Make sure local people earn a decent living from tourism.
Local people are trained as guides giving them the skills to
do the job effectively. This gives these people the
confidence to get involved in tourism and start their own
business. The setting of a minimum level of skill for porters
through training, improves the service to tourists and a
higher income can be expected. Between 1996 and 1998
there was a 50% rise in the number of households involved
in tourist related activities. The training courses increased
the basic daily income for porters and pack animal operators
by 30%
Get local people involved in the decision-making process
regarding tourism matters. This increases the support and
co-operation of the locals for conservation projects. It
makes use of local knowledge to the benefit of the tourists
and the environment.
17. Time for
reflection
!
•Working with a partner talk for one minute
about the content of today's lesson
What went well?
Where you need to revise in
more depth.
Be honest with your self
